Formative Assessment and Feedback

(in press). In S. Tettegah & W. (D.) Huang. Emotions, Technology, and Games. New York: Elsevier. (Will be freely available for download through open access in October, 2015).
ABSTRACT.
Summary
This case study challenges the assumption that successful game-based learning requires flow experience. Analysis of player logs of gameplay behavior and self-reports of subjective experience (the experience sampling method adapted as the Flowometer with self-perceptions categorized through the channel model as flow, arousal, anxiety, worry, apathy, intrinsic motivation, boredom, routine expertise, control) establish that challenge often exceeds skill during the type of inquiry-based learning that occurs when instructional games scaffold player discovery and application of targeted concepts. This pattern persists when integrated game dashboards allow players to define and achieve expertise. The analysis follows three players during their trajectories toward expertise while playing the online instructional video game Selene: A Lunar Construction GaME: an undergraduate female (USA Midwest university) before and after she achieved an “aha!” learning moment, and two Spanish (non-USA, female and male, 15-year-old) players who used the game and dashboard to achieve expert status for targeted planetary geology concepts achieved by only 1% of Selene players (players = 3882). Theory and data suggest perceived experience during game-based learning (states such as anxiety, worry, and arousal) might be conceptualized as eustress, which is known to accompany successful adaptation.

An emerging form of assessment is the patchwork text, an application of assessment for learning, as opposed to assessment of learning. A framework for making choices in how to use patchwork texts in higher education courses is developed, drawing on prior research on, and use of, patchwork texts. These choices reflect the fundamental objectives of patchwork texts, namely continuous learning, deep learning, integrated understanding and critical self-reflection, while also offering options for patchwork texts which can be tailored to particular courses and individual preferences.
Keywords: patchwork text;

Resumo
Neste trabalho apresenta-se a planificação, implementação e avaliação de uma atividade
investigativa enquadrada numa visita de estudo ao Jardim Botânico da Universidade de Lisboa. A
atividade teve como participantes 29 alunos do 8.º ano de escolaridade e foi estruturada com
aulas de preparação, visita de estudo e aulas de consolidação, seguindo o modelo teórico dos 5
E’s de Bybee (2002). As atividades que promovam uma aprendizagem ativa podem permitir o
desenvolvimento de um leque mais alargado de competências investigativas, como diagnosticar
problemas, planificar e desenvolver investigações, analisar dados, pesquisar informação,
comunicar, trabalhar em grupo, entre outras. Foram construídos e aplicados instrumentos para a
avaliação de competências investigativas. Verificou-se que a atividade promoveu o
desenvolvimento deste tipo de competências, promovendo também a motivação dos alunos para
a aprendizagem das ciências naturais. Ao longo da atividade, foi fornecido feedback, dando aos
alunos a oportunidade de melhorarem o seu trabalho. Deste modo, os alunos puderam perspetivar
a educação em ciências como um processo contínuo que lhes permite evoluir no sentido de
melhorarem continuamente as suas competências.
Palavras–Chave: Jardim Botânico, visita de estudo, aprendizagem ativa, feedback, avaliação.
Abstract
This work presents the planning, implementation and assessment of an investigative activity that
involved 29 students, from the 8th grade, during a fieldtrip to the Botanical Garden of the University
of Lisbon. This activity was structured using preparation lessons, fieldtrip and follow up lessons.
The theoretical model of the 5 E's by Bybee (2002) was applied in the planning of the activity.
Active learning allow for the development of a wider range of investigative skills, such as: how to
identify problems, plan and carry out investigations, analyse data, looking up information,
communicate, work in groups, among others. Instruments to evaluate investigative skills were
developed and applied. It was found that this activity promoted the development of investigative
skills and, at the same time, booster student’s motivation for learning natural sciences. Throughout
the activity feedback was provided to students, enabling them to improve their performance and
giving the opportunity to view science learning as a continuous process to enhance their skills.
Keywords: Botanical garden, fieldtrip, inquiry, feedback, assessment.

Digital assessment tools, or electronic classroom response systems, can be used effectively for formative assessment purposes. They can provide teachers with regular and instant feedback about learners' progress to detect and fix the learners' mistakes and misconceptions sustainably in an entertaining way. This case study intended to report researchers' experiences and evaluations about using a popular gamified digital exam platform (Kahoot!) used for formative purposes in a limited context of prospective teacher education program. Both qualitative and quantitative data were collected from 88 prospective teachers from a variety of programs/departments attending a 25-credit two-semester teacher training certificate program in Turkey. Results of the study suggested that participants were highly positive about using the digital exam platform as a gamified formative assessment tool from attitudinal and pedagogical aspects. It was concluded that Kahoot! is quite promising in providing an effective formative assessment platform producing favorable practical, pedagogical, and affective outcomes.

Research on assessment and feedback in Higher Education (HE) indicates there is lower student satisfaction regarding assessment and feedback than for other aspects of HE academic support (HEFCE, 2010). It is argued that assessment and feedback is conservative and monologic in HE (Nicol, 2010). Therefore, there is a need for further investigation of how assessment could be made more responsive to students’ needs and their learning. This study explored the nature of formative feedback provided in an open and distance learning undergraduate module that focused on academic literacy skills for business studies. Particularly, this study examined the relationship between the formative feedback provided by tutors and the extent to which students’ academic writing development did/did not improve over two assignments. The study followed a mixed methods approach in which the data were collected through a survey (n = 22), and student (n = 8) and tutor (n = 6) interviews. Additionally, student a...

This essay will critically review some of the existing literature on formative assessments by Black and Wiliam (1998) in addition to Hattie and Timperley (2007). I will refer to some of these existing theories and hypothesis’ on formative assessments as a framework to understand how it can develop pupils’ understanding and secure progress against studies in the United Kingdom, Australia, Algeria and China. I will explore Wiliam’s (1999) five elements for assessment to improve learning: formative use of summative tests, comment marking, effective questioning, peer and self-assessment; to consider their effectiveness for supporting students to develop into independent and autonomous learners.

As is evident from chapter 17 in the book, assessment is a central aspect of the learning process. In this chapter, Tony Burner takes a closer look at formative assessment and how it can be incorporated in daily classroom routines. After discussing the concept of formative assessment and self-assessment, he explains the importance of formative feedback. Then he explores three forms of formative assessment, namely process writing, peer assessment and portfolio assessment.

The researcher investigated the effects of formative assessment (FA) and feedback which help learners take control of their own learning, as students' current level of English language proficiency and the available gap to attain the target proficiency are illuminated through FA. So, the researchers organized students into small groups as a key step to facilitate self-and peer-feedback on the test to enhance their learning outcomes. The researcher also examined the effect of scoring as a traditional way of providing feedback on students' learning enhancement. To do so, three groups of female EFL students of junior high school (75, in total) from Yazd, Iran participated in this research. The researcher administered similar tests during an educational semester. As a traditional form of class, the first group received formative assessments (students can find their weaknesses) and exam scores as the sole feedback. While the second and the third groups were in the form of small groups, who received different kinds of feedback, except scoring that the exam papers of group three were devoid of any. It was found that formative assessment and feedback significantly affected overall achievement of students. However, the performance of the third group was highly significant than others' which can be attributed to their non-scored exam papers. On the basis of this study, it is suggested that teachers provide learners with various sorts of feedback excluding exam scores.

Use of strategic questioning as the formative assessment is one of the strategies that advocates the improvement of learners’ performance in Mathematics. The study assessed the contribution of strategic questioning to the improvement and development of the foundation of knowledge of learners to come up with improved performance and developed a plan of strategic questioning. The experimental evaluation design-posttest only was used with Posttest for both control and experimental groups.  The experimental groups were exposed to the treatment. Data gathered through a checklist and plan for strategic questioning were developed. Two hundred twenty-five students under the researcher were randomly selected as control and experimental groups. Data were statistically treated with percentage, mean, standard deviation, t-test, and p-test. It was found out that there was a significant difference between the performance of students in the controlled and experimental groups after instruction/intervention. This meant that strategic questioning as formative assessment contributes to the effective performance of the learners in mathematics.  It can be inferred further that categorizing questioning to the lower level and higher level can really increase the learners’ performance in math.  The research revealed then that using contextualized problems/lessons as one form of strategic questioning in every quarter contributed to improving the learners’ competence in solving math problems.

The jalt call Journal 2020: Regular Papers in comparison with their male counterparts. The most frequently used strategy among female teachers was direct feedback, the provision of cues and information tutoring, while male teachers made more use of questioning and in a number of emails, they provided no feedback. In light of the findings of the present study, some pedagogical implications might come to the fore.

The idea of providing students with formative feedback is a crucial part of formative assessment. Teachers need to provide students with feedback that improves their learning. In other words, formative feedback should provide learners with information that help them bridge their learning gap. As formative assessment itself is a newly introduced product in an innovative transformation introduced by the Ministry of Education, Malaysia, it would be particularly interesting to investigate how formative feedback which is the main component of formative assessment is being implemented. To answer this main question, classroom observations were conducted and Focus Group Discussions (FGDs) were carried out with a group of primary school ESL teachers in Malaysia. The results indicated that using feedback systematically to support learning is rare and teachers are not aware of strategies to implement formative feedback to improve students' learning and use the information in their future instruction.

Nations yearn is to attain a high standard of the educational system. This paper, therefore,
considers assessment tools as one of the keys to reform the dwindling educational system such as
in the case of Nigeria. The education system based on the national policy on education (NPE)
emphasized formative assessment while the percentage given by public examinations such as
WAEC, NECO, and NABTEB to summative assessment is high compared to formative
(continuous assessment). As a result of the discrepancy and gap between national policy on
education (NPE) and what is obtainable in our public examinations; students, teachers,
education architecture, and examination products are all affected. Thus, using descriptive and
explorative approaches this paper explained and reviewed assessment, formative, and summative
assessment and then explained the need for a paradigm shift from summative assessment to
formative assessment in Nigeria. Conversely, it is observed that for the assessment to achieve its
objectives, purposes and what is supposed to achieve there is the need to harmonize the
formative and summative assessment. Consequently, for a balanced qualitative and quantitative
assessment, the formative assessment and summative assessment must be well integrated; data
derive from summative assessment should not only be relied upon and over-emphasized by
teachers, examination bodies and school administrators. Finally, we suggest that effective and
efficient use of formative assessment should be encouraged among the external examination
bodies such as WAEC, NECO, NABTEB.

The paper discusses the reasons for implementing a Dialogical Feedback activity in an English discussion class and its impact on students and the teacher. It is based on the principle of taking into account learners' individual differences and aims to reduce anxiety, one of the critical affective variables under the scope of individual differences, as well as to provide students with extra support. The activity involves collecting reflection papers which include students' comments on the lesson and the difficulties they faced, and possibly some questions regarding the material covered in class. The teacher then writes a reply addressing the problems mentioned by students and hands it out to the class. At the end of the semester, students' complete a progress check sheet to evaluate their progress. The activity received a positive evaluation from students and seemed to achieve its goal in reducing anxiety and creating a positive classroom environment.

Whilst formative feedback has been highlighted as a key element in both student satisfaction and learning, research highlights the dissatisfaction of both tutors and students with its effectiveness in improving performance. This study tracks changes in undergraduate student satisfaction and performance across three cohorts in response to variations in group-level feedback. The findings of the study show that an increased level of generic critical feedback targeted at the group had a positive impact on individual student performance, but a corresponding negative impact of student satisfaction scores. Thus, whilst the student cohort experienced a sense of collective despair, this did not constrain their ability to change and adapt to the feedback given. It is argued that instead of triggering a process of self-reflection and peer comparison, the group feedback given, increased team spirit and collective action, resulting in improved academic buoyancy and performance.

An innovative teaching approach which seeks to contribute to arts-integrated science education by exploring how it can strengthen the profile of the teaching profession, encourage scientific creativity in young pupils of Primary and Secondary Education, and develop sustainable communities of creative science education practice.

Almost sixty years after Scriven and Bloom’s accurate description anddifferentiation between summative and formative assessment, it would be quitevain to make sure that educators nowadays fully understand and use these twotypes of evaluation in their practice. Besides, it would be riskier to expecteducators to use programs or design AI algorithms to make appropriate decisionsto select and design instruments to make accurate judgments about learning andperformance results without considering the difficulties in learning evaluationpractices that have arisen in different educational contexts. The understanding ofparadigms, educational models, and beliefs of educators around assessmentpractices constitutes mandatory tasks to consider as a point of departure in theera of ICT for learning purposes. Thus, the main objective of this chapter is toreview the importance of evaluation literacy towards the complex challenge ofplanning, designing instruments, and interpreting results derived from learningassessment. Then, a reflection on the advances and difficulties found byresearchers in different countries on formative and summative practices andresults in higher education mainly is discussed. By the end of this chapter, somerecommendations related to educator's training for improving and reinforcingconceptual and instrumental assessment practices are envisaged

La evaluación del aprendizaje es una problemática que despierta inquietudes en la comunidad universitaria. Numerosas investigaciones indican que los sistemas de evaluación implementados por los docentes influyen en el proceso de aprendizaje de los estudiantes en mayor grado que el currículo y los métodos de enseñanza. Estos resultados, y la polémica que despiertan, hacen visible la necesidad de revisar y repensar la evaluación atendiendo a su complejidad, su vinculación con el proceso de enseñanza y su fuerte impacto en el proceso de aprendizaje. El profesor aparece entonces como un potencial innovador en la medida en que indague sistemáticamente e incremente sus conocimientos sobre las componentes del proceso de evaluación en el ámbito en el cual desarrolla su práctica. Esta situación motiva la formulación de este proyecto que se enmarca en los principios metodológicos de una “Investigación Acción Participativa”. Inicialmente se propone describir y analizar críticamente el proceso de evaluación en las asignaturas “Cálculo Vectorial” y “Ecuaciones Diferenciales” de la carrera de Bioingeniería. A partir de un diagnóstico inicial y de la construcción de un marco teórico de referencia se espera obtener una mayor comprensión de este proceso con el objetivo de diseñar e incorporar nuevas formas consensuadas de evaluación que favorezcan la participación del estudiante y la formación del futuro bioingeniero.

This study responds to calls to further investigate ways to make feedback more effective for students in the context of higher education. More specifically it scrutinizes the feedback practice, adapted to the exceptional reality of a partly on Campus, partly online semester-long Product-Service System (PSS) design project for first Master students of Product Development at the University of Antwerp. To do so, an established model of feedback (Hattie & Timperley, 2007) is used as a framework to seek answers to the research question: which types (and levels) of feedback are generated when applying Comparative Judgement (CJ) to guide the students' and teachers' feedback formulation? Following the model, first three types of feedback: feeding up; feeding back; and feeding forward and second, four levels of feedback are discerned: task; process; selfregulatory and self. The current study describes how first year Master students (n=72) and lecturers (n=4) apply CJ to formulate feedback. We evaluate which types and levels of feedback are formulated and received by the students, both towards and from their peers and teachers. Additionally, based on a post hoc survey and reflection paper, we list the strengths and weaknesses of CJ as a method to help students to formulate, interpret and receive feedback. Finally, we identify various opportunities to improve CJ based feedback during product development cycles and its impact on learning and self-assessment of the own project process and (intermediate) results quality, and metacognitive strategies for learning.

This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.

One of the most crucial educational challenges requires educators to develop learners with critical, creative and conceptual minds. Put differently, the development of the learner’s ability to solve increasingly complex problems in particular subjects as well as in daily life should be a central pre-occupation of the work in the classroom.  This paper argues for teachers’ deeper apprehension of the need for learning to progress towards specific levels of skill and understanding by using formative assessment and feedback as teaching tools. Formative assessment helps both teacher and learners to identify and understand the gaps between learners’ actual and desired performances.  The paper addresses how an enhanced understanding of the formative monitoring of learner progress, attention to cognitive domain considerations in the creation of formative assessment and the place of formative assessment in a larger educational system are able to meet the challenge of developing well-rounded and innovative learners. 
The focus in this paper is on the use of formative assessment practices: the value of effective questioning in eliciting evidence of understanding; the role of peer- and self-assessment; and how clear task- and assessment criteria can build in reflective thinking practices. Recognising the full range of learner achievement in a diverse teaching and learning community through constructive feedback allows learners to learn from the experience of the group. The motivational effect of such feedback, inspires learners to achieve their best.  In this way the learner becomes a strategic and effective learner.
Key words: formative assessment, feedback, motivation, prior knowledge, reflective thinking, peer- and self-assessment

Internal assessment is an integral part of teaching and learning in Social Studies in the Colleges of Education in Ghana and is beneficial to both students and tutors if use formatively. It is therefore important for teachers to be abreast with formative assessment techniques and how to use them in their classroom activities in order to win back public confidence. This could be achieved if, tutors try to follow the laid down procedures in administering formative assessment in their colleges. There is therefore the need to conduct a study into formative assessment techniques tutors use to assess teacher-trainees learning in Social Studies.Case study research design was used. The study was carried out in three Colleges of Education in Central Region of Ghana. The data were used together to form one case. Both the tutors and the colleges were purposively and conveniently selected for the study. Interview guide and classroom observation checklists were administered to nine (9) Social St...

(in press). Dashboard effects challenge flow-learning assumption in digital instructional games. In S. Tettegah, & W. D. Huang (Eds.), Emotions, Technology, and Games. New York: Elsevier.
ABSTRACT
Summary
This case study challenges the assumption that successful game-based learning requires flow experience. Analysis of player logs of gameplay behavior and self-reports of subjective experience (the experience sampling method adapted as the Flowometer with self-perceptions categorized through the channel model as flow, arousal, anxiety, worry, apathy, intrinsic motivation, boredom, routine expertise, control) establish that challenge often exceeds skill during the type of inquiry-based learning that occurs when instructional games scaffold player discovery and application of targeted concepts. This pattern persists when integrated game dashboards allow players to define and achieve expertise. The analysis follows three players during their trajectories toward expertise while playing the online instructional video game Selene: A Lunar Construction GaME: an undergraduate female (USA Midwest university) before and after she achieved an “aha!” learning moment, and two Spanish (non-USA, female and male, 15-year-old) players who used the game and dashboard to achieve expert status for targeted planetary geology concepts achieved by only 1% of Selene players (Nplayers = 3882). Theory and data suggest perceived experience during game-based learning (states such as anxiety, worry, and arousal) might be conceptualized as eustress, which is known to accompany successful adaptation.
(will be available for free download through open access).

This paper examines the ways in which the learning environment can be enhanced for higher level learners by means of feedback via screencasting and peer assessment.  A group of final year veterinary nursing students in DkIT were given tutor feedback via screencasting and encouraged to formatively peer assess each other’s work.  Their attitudes to these feedback methods and their reflections on the usefulness of these methods for their learning form the basis of this paper.  Deep learning, improved communication leading to greater social cohesion in the learning group and increased self-confidence are positive outcomes which such methods can evince if learner fear and apprehension is carefully addressed and controlled.

This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.

A review of recent literature shows that despite huge investment in ICT, few if any
have been able to report tangible learning gains from ICT-based teaching as measured
by exam results or other quantitative, comparative behavioural measures. In contrast
this project is able to report one instance of such gains in a quasi-experiment that
allows strong statistical inferences to be established. Four parallel S3 classes were
tracked, each working through the same modules forming part of standard grade
Biology. Results were tested using summative instruments of assessment using topicspecific
questions from past standard grade Biology papers, and an end of year exam.
In one of these classes, after two modules taught without it, one module introduced
ICT timetabled for one of three lessons each week over one school term, with a
mixture of independent and collaborative learning tasks reinforcing the learning
objectives for that week. These were delivered using GLOW (the Scottish School’s
Digital Network) as the platform. Results for the same class with the same pupils and
same teacher showed a mean increase of 32.27% marks for the GLOW vs. non-
GLOW modules (p < 0.01; effect size Cohen's D of >1.0). Comparing this class and
teacher to others show that the attainment on the non-GLOW modules was very
similar, and significantly less than the best of the four classes, however, on the
GLOW module, it was better by 14.69% marks than the mean of the other three
classes. Further examination of the results showed that the weaker students benefited
as least as much as their more able classmates. Furthermore on the end of year exam,
which re-tests all 3 modules in a way comparable to the eventual standard grade
exam, the class that had received GLOW based teaching in one module achieved
higher average marks even though only one third of the questions were on the topic
taught using ICT/GLOW, hinting that a multiplier effect may be operating. The
challenges of embedding ICT into subject curricula are discussed, and suggestions for
a model of good practice made. This use of ICT could facilitate a partial move away
from a predominantly subject based focus in teaching to the more applied approach as
2
advocated by a Curriculum for Excellence. Phase two of this study will address the
issue of sustainability, teacher experience, collect measures of teacher time, effort,
and training, and collect classroom observational measures to investigate what
detailed changes in the teaching approach were associated with the ICT-based lessons,
and which may therefore underlie the learning gains measured.
Keywords attainment, embedding ICT, quantitative measures, GLOW,

One of the most difficult parts of college-level instruction is assessing the effectiveness of your teaching.  Many of the conventional methods for measuring student achievement are far from guaranteed indicators of course quality. Student course evaluations notoriously favor professors who water down course content, while rampant grade inflation makes the comparison of grades across courses and semesters completely unreliable in assessing instructional quality. Measuring the effectiveness of our courses is a priority for us at the Philosophy as a Way of Life Project. We want to know if our courses are helping students to live more philosophically, and how to introduce targeted interventions when we do not accomplish our course goals.  In what follows, I will detail what our research has revealed about assessing the efficacy of college courses and how you can integrate these insights as you fashion your own classes for this coming semester.

This paper examines the ways in which the learning environment can be enhanced for higher level learners by means of feedback via screencasting and peer assessment. A group of final year veterinary nursing students in DkIT were given tutor feedback via screencasting and encouraged to formatively peer assess each other's work. Their attitudes to these feedback methods and their reflections on the usefulness of these methods for their learning form the basis of this paper. Deep learning, improved communication leading to greater social cohesion in the learning group and increased self-confidence are positive outcomes which such methods can evince if learner fear and apprehension is carefully addressed and controlled.

Research on assessment and feedback in Higher Education (HE) indicates there is lower student satisfaction regarding assessment and feedback than for other aspects of HE academic support (HEFCE, 2010). It is argued that assessment and feedback is conservative and monologic in HE (Nicol, 2010). Therefore, there is a need for further investigation of how assessment could be made more responsive to students’ needs and their learning. This study explored the nature of formative feedback provided in an open and distance learning undergraduate module that focused on academic literacy skills for business studies. Particularly, this study examined the relationship between the formative feedback provided by tutors and the extent to which students’ academic writing development did/did not improve over two assignments. The study followed a mixed methods approach in which the data were collected through a survey (n = 22), and student (n = 8) and tutor (n = 6) interviews. Additionally, student assignments (n= 16) and associated tutor feedback (n=16) were collected from those students who were interviewed. While the survey data were statistically analysed, the interview data were thematically examined. The student assignments and the associated tutor feedback were analysed to explore any evidence of student learning (i.e., academic writing development) which may have been as a result of the tutor feedback. The findings suggest that there is some evidence of positive impacts of assessment materials and tutor feedback on student learning. These findings have implications for improving institutional assessment strategies and tutor formative feedback practices in higher education.